JoinResearch & Teaching
An Online Introductory Biology Laboratory Utilizing Inquiry-Based Methods Leads to High Student Satisfaction
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Colin Harrison, Clarke Britton, Hannah Shin, and Yassin Watson
Online laboratories can be an effective way to introduce students to lab concepts while providing flexibility, increased access, and reduced costs. However, online labs might lack the authentic research experience that can be gained by doing hands-on lab work. This study explores student perceptions of an online, inquiry-based introductory biology lab. Students participated in a semester-long curriculum during summer 2020. Upon completion of the course, students responded to a survey about their thoughts and attitudes toward the material and mode of delivery. Overall, students perceived the course favorably, with more than 90% of students indicating that they were satisfied with the course. Students had strong positive impressions of the writing-intensive sections of the course, which included a research proposal and a lab report. They also recognized that these components helped contribute to their own learning. This positive influence on student perceptions indicates that an online inquiry-based lab can be an effective means for student participation in biology labs when in-person lab options are not available.
Online laboratories can be an effective way to introduce students to lab concepts while providing flexibility, increased access, and reduced costs. However, online labs might lack the authentic research experience that can be gained by doing hands-on lab work. This study explores student perceptions of an online, inquiry-based introductory biology lab. Students participated in a semester-long curriculum during summer 2020. Upon completion of the course, students responded to a survey about their thoughts and attitudes toward the material and mode of delivery.
Online laboratories can be an effective way to introduce students to lab concepts while providing flexibility, increased access, and reduced costs. However, online labs might lack the authentic research experience that can be gained by doing hands-on lab work. This study explores student perceptions of an online, inquiry-based introductory biology lab. Students participated in a semester-long curriculum during summer 2020. Upon completion of the course, students responded to a survey about their thoughts and attitudes toward the material and mode of delivery.
Research & Teaching
Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Ayesha S. Boyce, Cherie Avent, Adeyemo Adetogun, Christopher Hall, Lynn Sametz, P. Lee Phillips, Amelia Kane, Jeffrey Patton, Kimberly Petersen, and Malcolm Schug
Since 2010, the National Science Foundation (NSF)–funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students’ sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants’ experiences. Key findings suggest that participation in the STAMPS program has increased students’ self-efficacy, science identity, and sense of belonging. Students reported feeling a bolstered self-efficacy primarily due to interactions with other students, faculty, and scientists during class, field trips, and presentations. Peer and faculty mentors and STAMPS events were most frequently cited as being responsible for impacting science identity. UNCG-specific and STAMPS events assisted in the formation of students’ sense of belonging.
Since 2010, the National Science Foundation (NSF)–funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students’ sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants’ experiences.
Since 2010, the National Science Foundation (NSF)–funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students’ sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants’ experiences.
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Using the Critical Response Process for Kinder, More Constructive Peer Review in Science Seminar Courses
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Lekelia D. Jenkins
Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate level. This article describes the Modified Critical Response Process (MCRP) as a means to achieve such training and improve in-class peer review. The MCRP is based on Liz Lerman’s Critical Response Process (CRP), an art-critique method that helps form constructive dialogues about artworks in progress. I adapted the MCRP for the nature of science products and the time limitations of graduate-level seminar courses. The four-step MCRP process includes (i) focus areas prescribed by presenter and rubric, (ii) clarifying questions asked by responders, (iii) positive comments offered by responders, and (iv) bounded comments given on areas for improvement. Evidence from instructor observations, student evaluations, and teaching peer reviews suggests that the MCRP can be a kinder, more constructive way for students to give and receive peer-review feedback. The MCRP can help students learn, articulate novel scholarly insights, and develop facilitation and teaching skills. The MCRP could readily be applied to seminar courses, lab group meetings, seminar series, or workshops.
Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate level. This article describes the Modified Critical Response Process (MCRP) as a means to achieve such training and improve in-class peer review. The MCRP is based on Liz Lerman’s Critical Response Process (CRP), an art-critique method that helps form constructive dialogues about artworks in progress.
Existing processes for academic peer review can yield unnecessarily harsh critiques that focus on any vulnerability rather than constructive feedback to improve the work. Efforts to improve the peer-review process recommend training at the graduate level. This article describes the Modified Critical Response Process (MCRP) as a means to achieve such training and improve in-class peer review. The MCRP is based on Liz Lerman’s Critical Response Process (CRP), an art-critique method that helps form constructive dialogues about artworks in progress.
special feature
Undergraduate Summer Research Program in the Midst of a Pandemic
Insights From the Morehouse College Ronald E. McNair Post-Baccalaureate Achievement Program Virtual Summer Research Program
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Ethell Vereen, Munichia McCalla, Joshua Fullerton, and Cynthia Trawick
Although many summer undergraduate research programs made the decision to delay, cancel, or suspend their summer experiences in response to the coronavirus (COVID-19) pandemic, the Morehouse College McNair Scholars Program instead offered a completely virtual summer research experience to 14 Scholars with faculty-led remote research. The program included online curriculum; GRE preparation; and the development of social capital and community between peer and stakeholders in a series of activities with professionals, McNair alumni, and graduate school virtual workshops. It concluded with a virtual research symposium. Evaluations from surveys showed positive results from Scholars and mentors. Student participants indicated gains in confidence on core research skills, knowledge of and interest in graduate school, and research careers. As we navigate through and beyond this pandemic, it is important to recognize and address opportunities and strategies for, and challenges of, conducting research programs remotely, especially for programs geared toward students from groups that are underrepresented in STEM.
Although many summer undergraduate research programs made the decision to delay, cancel, or suspend their summer experiences in response to the coronavirus (COVID-19) pandemic, the Morehouse College McNair Scholars Program instead offered a completely virtual summer research experience to 14 Scholars with faculty-led remote research. The program included online curriculum; GRE preparation; and the development of social capital and community between peer and stakeholders in a series of activities with professionals, McNair alumni, and graduate school virtual workshops.
Although many summer undergraduate research programs made the decision to delay, cancel, or suspend their summer experiences in response to the coronavirus (COVID-19) pandemic, the Morehouse College McNair Scholars Program instead offered a completely virtual summer research experience to 14 Scholars with faculty-led remote research. The program included online curriculum; GRE preparation; and the development of social capital and community between peer and stakeholders in a series of activities with professionals, McNair alumni, and graduate school virtual workshops.
special feature
Argumentation Goes Viral
Preservice Teacher Engagement in 5E Learning About Argumentation in the Context of the Coronavirus
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By David C. Owens, Noah P. Sheridan, and Amanda L. Townley
Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional scientific literacy requires gathering evidence and reasoning to support or refute claims related to socioscientific issues (SSI)—those informed by science but also affected by society. In this article, we present a 5E module that models argumentation instruction while scaffolding preservice elementary teachers’ argumentation practice in the context of SSI. To do so, we introduced the claim-evidence-reasoning argumentation framework. In this approach, students responded to potential solutions to SSI related to the coronavirus (claim), supported their responses with data (evidence), and justified how the evidence they provided supported their responses (reasoning). Specifically, preservice elementary teachers completed diverse argumentation tasks—starting with more traditional scientific argumentation and building toward recognizing and addressing nonscientific, cross-curricular issues—to develop effective argumentation practice concerning contemporary SSI.
Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional scientific literacy requires gathering evidence and reasoning to support or refute claims related to socioscientific issues (SSI)—those informed by science but also affected by society.
Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional scientific literacy requires gathering evidence and reasoning to support or refute claims related to socioscientific issues (SSI)—those informed by science but also affected by society.
Research & Teaching
Using Fiction and Nonfiction Readings in Climate Change Education
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Alison Singer, Caitlin Kirby, and Eleanor Rappolee
Facts about climate change are often ineffective in impacting people’s climate change beliefs or environmentally related behaviors. Multiple theories of environmental behavior use norms to foster behavior change. Science fiction writers may also attempt to sway individuals’ perceptions of climate change through imaginings of a future affected by climate change. The impact of these fictional narratives on individuals’ climate change perceptions and related behaviors has not been widely studied. We examined the impact of (i) personal versus social norms and (ii) fiction versus nonfiction climate change readings on undergraduate students’ climate change perceptions and behaviors. On average, students’ climate change beliefs, risk perceptions, and behavioral intentions increased across all intervention groups. Comparing fiction with nonfiction, personal with social norms, and interaction effects revealed no significant difference between changes in students’ behavioral intentions. However, trends in this exploratory research suggest that social norms and fiction writings are worth exploring as particularly effective ways to engage students in climate change discussions. These results reveal the potential for fictional narratives and social norms to encourage impactful discussion around climate change.
Facts about climate change are often ineffective in impacting people’s climate change beliefs or environmentally related behaviors. Multiple theories of environmental behavior use norms to foster behavior change. Science fiction writers may also attempt to sway individuals’ perceptions of climate change through imaginings of a future affected by climate change. The impact of these fictional narratives on individuals’ climate change perceptions and related behaviors has not been widely studied.
Facts about climate change are often ineffective in impacting people’s climate change beliefs or environmentally related behaviors. Multiple theories of environmental behavior use norms to foster behavior change. Science fiction writers may also attempt to sway individuals’ perceptions of climate change through imaginings of a future affected by climate change. The impact of these fictional narratives on individuals’ climate change perceptions and related behaviors has not been widely studied.
Research & Teaching
Low-Level Learning
Leaving Behind Nonscience Majors
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Austin Heil, Cara Gormally, and Peggy Brickman
More than 8 out of every 10 college students are not STEM majors, yet we have little understanding about learning expectations for them. We used the results of the Howard Hughes Medical Institute BioInteractive learning objectives survey of 38 instructors teaching nonscience major courses to characterize learning objectives (LOs) in these courses. The survey included demographics questions, and instructors were asked to contribute at least 10 LOs from their nonscience major introductory biology course. We coded the LOs (n = 872) for Bloom’s level, content area, and competencies related to Vision and Change in Undergraduate Biology Education. As a comparison, we coded LOs (n = 1390) from three best-selling textbooks for nonscience majors. We found that most instructors report creating LOs themselves, and most share LOs with students. Overall, 80% of LOs focus on low-level thinking skills. Few LOs (11.5%) from instructors or textbooks focused on science process skills that students might use in everyday life to make science-informed decisions. Our findings indicate a need to revisit the goals of instruction for nonscience majors—the vast majority of people in our society.
More than 8 out of every 10 college students are not STEM majors, yet we have little understanding about learning expectations for them. We used the results of the Howard Hughes Medical Institute BioInteractive learning objectives survey of 38 instructors teaching nonscience major courses to characterize learning objectives (LOs) in these courses. The survey included demographics questions, and instructors were asked to contribute at least 10 LOs from their nonscience major introductory biology course.
More than 8 out of every 10 college students are not STEM majors, yet we have little understanding about learning expectations for them. We used the results of the Howard Hughes Medical Institute BioInteractive learning objectives survey of 38 instructors teaching nonscience major courses to characterize learning objectives (LOs) in these courses. The survey included demographics questions, and instructors were asked to contribute at least 10 LOs from their nonscience major introductory biology course.
point of view
Learning by Listing
Synthesizing Biological Concepts Using Groups of Four
Undergraduate STEM students may be overwhelmed by the complex information they are exposed to during their education. Even so, there are a handful of fundamental and powerful concepts that could be identified for each discipline. General education courses introduce students to the material and provide them with the habits of mind that will help them excel. Equally important is to not overwhelm students with details without a mechanism to learn the concepts, retain them, and use them in future classes. Students benefit when instructors chunk the information of those concepts and provide helpful strategies to recall them. Mnemonics are a proven device to accomplish that purpose. This article offers concepts that can be chunked together in biology to support student understanding.
Undergraduate STEM students may be overwhelmed by the complex information they are exposed to during their education. Even so, there are a handful of fundamental and powerful concepts that could be identified for each discipline. General education courses introduce students to the material and provide them with the habits of mind that will help them excel. Equally important is to not overwhelm students with details without a mechanism to learn the concepts, retain them, and use them in future classes.
Undergraduate STEM students may be overwhelmed by the complex information they are exposed to during their education. Even so, there are a handful of fundamental and powerful concepts that could be identified for each discipline. General education courses introduce students to the material and provide them with the habits of mind that will help them excel. Equally important is to not overwhelm students with details without a mechanism to learn the concepts, retain them, and use them in future classes.
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Student Self-Care in the Sciences
A Self-Care Intervention in an Undergraduate Physiological Psychology Course
Instructor support is associated with various positive outcomes for students. Self-care (taking care of one’s physical, mental, and emotional health) has become a mainstream concept. Self-care may be one way for students to increase wellness, particularly students enrolled in rigorous science courses. If self-care is facilitated or suggested by an instructor, it may lead to students’ feelings that they are supported by the instructor. In the study discussed in this article, 45 students enrolled in a physiological psychology course (an upper-level online course) participated in a control group section or an experimental group section that included an integrated self-care blog and supporting communication. Across both groups, a sense of classroom community and professor-student rapport were related to a variety of positive perceptions about the course and instructor. Students in the self-care section rated the course more positively across several variables, but this rating only nearly reached significance for instructor warmth. The self-care blog was easy to implement and well received by students. Integrated discussions about self-care may help students connect with their instructor and can facilitate skills that will benefit students in future semesters.
Instructor support is associated with various positive outcomes for students. Self-care (taking care of one’s physical, mental, and emotional health) has become a mainstream concept. Self-care may be one way for students to increase wellness, particularly students enrolled in rigorous science courses. If self-care is facilitated or suggested by an instructor, it may lead to students’ feelings that they are supported by the instructor.
Instructor support is associated with various positive outcomes for students. Self-care (taking care of one’s physical, mental, and emotional health) has become a mainstream concept. Self-care may be one way for students to increase wellness, particularly students enrolled in rigorous science courses. If self-care is facilitated or suggested by an instructor, it may lead to students’ feelings that they are supported by the instructor.
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Development and Implementation of an Undergraduate STEM Peer Coaching Program
Journal of College Science Teaching—Fall 2023 (Volume 52, Issue 7)
By Laura E. Swann, Jonathan L. Hall, Katie Vaccaro-Garska, Samantha R. Seals, and Pamela P. Benz